Details

Autor(en) / Beteiligte

• Theelen, Hanneke
• Beemt, Antoine
• Brok, Perry

Titel

Using 360‐degree videos in teacher education to improve preservice teachers' professional interpersonal vision

Ist Teil von

• Journal of computer assisted learning, 2019-10, Vol.35 (5), p.582-594

Ort / Verlag

Oxford: Wiley-Blackwell

Erscheinungsjahr

2019

Quelle

Wiley-Blackwell Journals

Beschreibungen/Notizen

• Noticing and interpreting classroom events (professional vision) is an important element of preservice teachers' (PSTs) interpersonal competence. This paper presents a mixed‐method study about a classroom simulation using 360‐degree videos combined with theoretical lectures in teacher education, intended to improve PSTs' interpretations of noticed events. Furthermore, this study examined how PSTs evaluate technological and educational affordances of 360‐degree videos. Results indicate that participating PSTs improved in noticing classroom events and in applying a more theory‐based terminology to describe these events. PSTs perceived observing other teachers teach as an educational affordance for mastering theory and for developing insights about interpersonal teacher behaviour. Concerning technological affordances, mainly physical discomforts and technical hindrances, was reported by PSTs. The results of this study imply that 360‐degree videos can be useful for teacher education to improve PSTs' interpretation of noticed events. Practitioner Notes What is already known: Professional interpersonal vision is considered an important element of preservice teachers' (PSTs) interpersonal competence. Interpersonal competence can be practiced using computer‐based classroom simulations. One type of content in simulations is video, which can provide PSTs authentic cases. Recent technological developments enable enrichment of video simulations using 360‐degree cameras. What this paper adds: Findings indicate that classroom simulations using 360‐degree videos added with theoretical lectures can improve PSTs' level of interpretations of noticed classroom events as part of their professional interpersonal vision. Technological and educational affordances of classroom simulation using 360‐degree videos evaluated by PSTs. Implications for practitioners: Classroom simulations using 360‐degree are a useful method to prepare PSTs for educational practice. Classroom simulations using 360‐degree videos help PSTs learn theory about interpersonal teacher behaviour. Classroom simulations using 360‐degree videos help PSTs develop insights about teaching styles that influence teacher–student relationships. This study advises good quality VR‐environments to improve the immersive experience.